Safer Internet Day 2018 Round-up

On Tuesday 6th February 2018, the world celebrated Safer Internet Day 2018. Safer Internet Day (SID) is coordinated in the UK by the UK Safer Internet Centre and this year’s theme was “Create, Connect and Share Respect: A better internet starts with you”.

To celebrate the day, many organisations and services produced new resources and content to help raise awareness and spread positive messages. This blog post aims to highlight resources and content made available on or for SID 2018; schools and settings may find these resources helpful in the curriculum planning or to share with  children and parents/carers.

UKCCIS

UK Safer Internet Centre:

BBC

CBBC: Own it (KS2/3)

CBBC Grown Ups

Internet Matters:

Videos

Best of the rest!

Please leave links below to any resources from national organisations that we may have missed: the best suggested might be added to the post!

Note: some content will also be featured on the Jan/Feb Online Safety briefing .

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Posted in 2018, Briefing, e-Safety, Resources, Safer Internet Day, Schools, Uncategorized | Tagged , , , , , , , , | Leave a comment

New research commissioned by the UK Safer Internet Centre published about ‘Digital Friendships’ #SID2018

New research into Digital Friendships  commissioned by the UK Safer Internet Centre, has been published to mark Safer Internet Day 2018. The research has revealed that young people are more likely to have a positive experience than a negative experience when online.

The study, which surveyed 2,000 8-17 year olds on their feelings and attitudes towards social media, revealed that despite the often-publicised negative effects of social media use, the internet plays a pivotal and positive role in how young people develop relationships and maintain their social lives in 2018.

  • Two in five 8-17-year-olds say they have felt worried or anxious on the internet in the last week, with one in ten (11%) reporting they have often felt this
  • 68% of young people said that chatting to their friends online cheers them up
  • When a friend was feeling sad or upset, 88% of young people said they sent them a kind message
  • Almost half (49%) of young people said that in the last year someone had been mean to them online, with 1 in 12 experiencing this all or most of the time
  • In comparison, more than four in five young people (83%) have experienced people being kind to them online in the last year

Reporting on young people’s online experiences, the research shows that respondents have felt inspired (74%), excited (82%) or happy (89%) as a result of their internet use in the past week. In contrast, a smaller proportion reported to have felt sad (56%) or angry (52%) by what they came across online in the last seven days.

When things do go wrong, young people feel confident to reach out to their networks for support and guidance, with 60% saying they talk to friends when someone upsets them online. Slightly higher, 62% turn to their parents and carers for guidance.

Young people also feel passionately about their online community with almost four in five (78%) of those surveyed claiming to believe that every person on the internet has a responsibility to be respectful to others. Demonstrating empathy and support online, 88% said that when a friend was feeling sad or upset they had sent a kind message. More than half (54%) said they’d feel isolated if they couldn’t talk to their friends via technology.

However, many young people also face bullying, exclusion and a range of pressures to maintain their friendships and popularity. Almost half (47%) of respondents said that people had excluded them online in the last year, with 60% thinking it is important for friends to include them in group chats. Almost three-quarters (73%), say it’s important for their friends to reply to their messages as soon as they’ve seen them. Still, many young people are rejecting these pressures with 35% saying that they do not feel they must use social media to be popular or liked.

With reforms to Relationships and Sex Education on the horizon, it’s positive to see the majority (72%) of young people wanted their school to teach them about cyberbullying and how to manage friendships online. However, one in ten of those surveyed say that they have not been taught this in school.

This research comes as Safer Internet Day 2018 was being celebrated globally on Tuesday 6th February 2018 with the slogan “Create, Connect and Share Respect: A better internet starts with you”.  The UK Safer Internet Centre – comprised of Childnet, Internet Watch Foundation and South West Grid for Learning – believe that the key to continuing the positive use of the internet is to empower young people with the skills they need to navigate the online world in a safe and respectful way, and to ensure schools, parents and carers and other members of the children’s workforce have the tools to support young people to do so.

Will Gardner, a Director of the UK Safer Internet Centre and CEO of Childnet, says:

It’s clear that technology is having an impact on how young people develop relationships, interact with each other and express themselves. Today’s findings are encouraging, highlighting that the majority of young people’s experiences of the internet are positive in this regard. However we also see that there is a negative side, including where young people face pressures in their online friendships.

Safer Internet Day gives us the unique opportunity to collectively promote respect and empathy online, inspire young people to harness their enthusiasm and creativity, and support them to build positive online experiences for everyone. It is inspirational to see so many different organisations and individuals come together today to build a better internet. We want to make sure that every young person feels equipped and empowered to make positive decisions when interacting online – be it on gaming sites, messaging apps or social sharing platforms.

Margot James, Minister for Digital and the Creative Industries says:

As today’s figures show, the Internet can and does have a positive effect on young people’s lives but we must all recognise the dangers that can be found online. Only by working together can government, industry, parents, schools and communities harness the power of the internet for good and reduce its risks. It is fantastic to see this ambition reflected on Safer Internet Day with hundreds of organisations coming together across the UK to raise awareness and empower young people.

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UKCCIS Education working group publish ‘Education for a Connected World: A framework to equip children and young people for digital life’ #SID2018

As part of the celebrations for Safer Internet Day 2018, the UK Council for Child Internet Safety (UKCCIS) have announced they have published a new online safety guide for those working with children, including school leaders and teachers, to prepare young people for digital life. The guide is available to download via the UKCCIS website or as a PDF here.

The ‘ Education for a connected world’ framework provides guidance on eight different aspects of online education:

  • Self-image and identity
  • Online relationships;
  • Online reputation;
  • Online bullying,
  • Managing online information;
  • Health, wellbeing and lifestyle;
  • Privacy and security, and;
  • Copyright and ownership.

The Framework has been developed by members of the UKCCIS Education Working Group. The UKCCIS Education Working Group brings together ten leading organisations in online safety in education:, Barnardo’s, CEOP (the child protection command of the National Crime Agency), Childnet, Department for Education, Kent County Council, the NSPCC, Parent Zone, the PSHE Association, South West Grid for Learning and the UK Safer Internet Centre. It focuses on how education settings in the UK are responding to the challenges of keeping their pupils safe online.

Jonathan Baggaley, CEO of the PSHE Association said: ‘We’re delighted to have supported the development of the UKCCIS framework. Education plays a critical role in preparing young people for the opportunities and challenges of this rapidly changing digital world. The UKCCIS framework provides an invaluable tool for teachers, supporting them to plan a developmental curriculum which will help children to thrive online.’

Ken Corish, Online Safety Director at South West Grid for Learning said: ‘Children and young people use technology in empowering and sophisticated ways in online environments that have become increasingly complex. Our approach to educating in this area requires a sophistication to match; it should resonate; be relevant and prompt the outcomes that affect cultural change. This UKCCIS framework has been designed to identify those opportunities for anyone shaping their teaching in this area from very young children right through to young adults. It brings the current online technology landscape into one document and maps those opportunities against age/developmental stage. We think it is both challenging and relevant and hope it assists in creating online technology education that makes a difference.’

Barnardo’s Chief Executive, Javed Khan said: ‘Barnardo’s welcomes this framework for educators to help children and young people of all ages stay safe and have a positive experience online. The fast-moving digital world puts increasing pressures on children which can affect their self-image and make them vulnerable to potential bullying and grooming online. This UKCCIS framework should be used by the tech industry to incorporate age appropriate safeguards into their apps and platforms to help prevent abuse happening.’

Kent County Council’s Education Safeguarding Team are delighted to have been involved in the creation and shaping of the framework as part of the UKCCIS Education Working Group. We encourage all Kent schools, settings and professionals to access the framework and complete the consultation survey available to help provide valuable feedback from practitioners to ensure it is fit for purpose, and enables us to prepare children for life in a constantly connected age.

Other Announcements

Alongside the framework, the Prime Minister has announced plans to review laws and make sure that what is illegal offline is illegal online. The latest announcements follow the publication of the Government’s Internet Safety Strategy Green Paper last year which outlined plans for a social media code of practice. The aim is to prevent abusive behaviour online, introduce more effective reporting mechanisms to tackle bullying or harmful content, and give better guidance for users to identify and report illegal content. The Government will be outlining further steps on the strategy, including more detail on the code of practice and transparency reports, in the spring.

Further information can be found here: https://www.gov.uk/government/news/government-outlines-next-steps-to-make-the-uk-the-safest-place-to-be-online 

 

Posted in 2018, Colleges, Colleges and sixth forms, Curriculum, DCMS, e-Safety, Early Years, Education Leaders and Managers, Framework, Independent Schools, Internet Safety Strategy, Online Safety, Policy, Primary, Resources, Safeguarding, Safer Internet Day, Schools, Secondary, Strategy, UKCCIS | Tagged , , , , , , , , , , , , | Leave a comment

Today is the day – Happy Safer Internet Day 2018 #SID2018

Today, Tuesday 6 February is Safer Internet Day; a day to celebrate and create a safer and a better internet, where everyone is empowered to use technology responsibly, respectfully, critically and creatively.

Safer Internet Day (SID) is organised by the joint Insafe/INHOPE network, with the support of the European Commission, each February to promote the safe and positive use of digital technology, especially among children and young people. Celebrated on the second day of the second week of the second month, each year on Safer Internet Day millions of people unite to inspire positive change and raise awareness of online safety issues and participate in events and activities right across the globe.

This year’s theme of ‘Create, Connect and Share Respect: A Better Internet Starts With You’ encourages everyone to join the global movement, to participate and to make the most of the internet’s potential to bring people together.

With a global, community-led approach, Safer Internet Day 2018 encourages everyone to join and play their part. There are many ways to do this:

  • Children and young people can help to create a better internet by being kind and respectful to others online, by protecting their online reputations (and those of others), and by seeking out positive opportunities to create, engage and share online.
  • Parents and carers play a crucial role in empowering and supporting children to use technology responsibly, respectfully, critically and creatively, whether it is by ensuring an open dialogue with their children, educating them to use technology safely and positively, or by acting as digital role models.
  • Teachers, educators and social workers can help to create a better internet by equipping their pupils and students with digital literacy skills and by developing their critical thinking skills, which will allow them to better navigate the online world. They can empower them to create their own content, make positive choices online and can set a personal example of online behaviour for their pupils and students.
  • Industry can help to create a better internet by creating and promoting positive content and safe services online, and by empowering users to respond to any issues by providing clear safety advice, a range of easy-to-use safety tools, and quick access to support if things do go wrong.
  • Decision makers and politicians need to provide the culture in which all of the above can function and thrive – for example, by ensuring that there are opportunities in the curriculum for children to learn about online safety, ensuring that parents and carers have access to appropriate information and sources of support, and that industry are encouraged to self-regulate their content and services. They must also take the lead in governance and legislation, and ultimately ensure the safety and wellbeing of children and young people through effective child protection strategies for the online world.

Everyone has a responsibility to make a positive difference online; we can all promote the positive by being kind and respectful to others and seeking out positive opportunities to create and connect. We can all respond to the negative by reporting any inappropriate or illegal content.

Today we encourage all Kent educational settings, professionals, parents/carers and children and young people to join in and celebrate. After all – a better internet starts with us!

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New resources from The Diana Awards to support young people with identity and online pressures #onlinesafety

New figures released by a YouGov poll, commissioned by the youth charity The Diana Award, reveal how online pressures to conform could be affecting young people’s sense of self.

This new online survey conducted amongst 589 GB children aged 13-17 years, suggests the amount of pressure teens face online at a critical time when they are exploring and developing their identity. Despite being able to talk to more people than ever before, online judgement and pressure to fit in with a vast online audience limits young people’s ability to be themselves online.

  • 63% of young people say people behave differently online to the way they do offline;
  • Half (49%) of young people feel pressured to reply to people’s messages quickly;
  • A quarter of young people (25%) feel they have to ‘like’ a post or picture that they don’t actually like.

The Diana Award is highlighting the importance of teachers and parents helping young people to develop resilience and be themselves online. In partnership with ASKfm and Psychologist Dr Linda Papadopoulos, The Diana Award is launching an educators pack and video to help young people explore their online. The resources are available on the ASKfm safety centre – safety.ask.fm. Dr Linda Papadopoulos has also created a blog answering young people’s questions about the online world.

The ‘Staying anonymous, staying safe online’ educational resources are available online for teachers to download and use.

 

Posted in 2018, Anonymous, Ask.FM, Children and Young People, e-Safety, Online Safety, Resources, Schools, Secondary, Social Media, Social Networking, The Diana Award, Video | Tagged , , , , , , , , , , , | Leave a comment

Online Safety Alert – ‘Roblox’

The Education Safeguarding Team have received a number of enquiries following information circulating on social media with regards a ‘warning’ to parents relating to the use of the app ‘Roblox’. Whilst information has been shared with good intentions to raise awareness of online risks with parents, it is believed to contain inaccurate information.

As highlighted within our “Online Safety Alerts  – Think before you scare” blog post, whilst schools and settings wishing to warn their community of online risks is well intended, this approach often has the opposite effect and can generate unnecessary fear, or increase children’s curiosity about sites and apps etc. that they had not previously heard about.

If there has not been a specific issue

If there has not been an incident that directly involves member of the school community, headteachers should be clear on what they hope to achieve by sharing specific information or naming apps with parents. We recommend headteachers access the following content when making these decisions, and/or consult with the Education Safeguarding Team:

In many cases, the best approach is for schools to focus on positive behaviours and online parenting rather than on specific websites themselves. Parents should be encouraged to actively engage with their children online and utilise privacy and security settings and parental controls. Children should be empowered to manage their online environment by learning how to block, report and tell an adult when things happen online.

We have a number of useful template letters which schools may find helpful to use and adapt to raise awareness regarding online safety:

If there has been a specific issue

If schools are made aware of a specific concern relating to the use of Roblox by pupils in their school, we recommend discussing the concerns directly with children and parents involved. If schools have safeguarding concerns relating to the children and families involved and/or the content or contact occurring within the site, they should follow their child protection procedures. Schools should also support children and parents to report concerns appropriately to the site and other services if required.  The Education Safeguarding Team  can provide support to Kent schools and settings when dealing with online safeguarding concerns.

If parents require safety information about Roblox specifically, the following links may be helpful:

If Kent schools and settings wish to discuss this concern further, or have any queries with regards to informing parents of other online safety concerns, please contact the Education Safeguarding Team.

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DfE Keeping Children Safe in Education 2018 Consultation – What could this means for online safety?

The Department for Education is inviting views on changes to the statutory guidance Keeping children safe in education (KCSIE) and the new non-statutory advice document covering sexual violence and sexual harassment between children in schools and colleges.

KCSIE sets out the legal duties that schools and colleges must comply with, together with good practice guidance on how to keep children safe.  In 2016, the DfE updated KCSIE to include a new Annex C, which explored key practice and responsibilities regarding online safety; this was an important step to ensuring online safety is recognised as part of educational setting’s statutory safeguarding responsibilities.

The consultation closes on the 22nd February 2018; we encourage all Designated Safeguarding Leads (DSLs) and leaders to access the full consultation document and read the proposed revisions. Educational settings can respond and share views via the survey link.

This blog post will highlight the proposed changes or questions which relate to online safety within the KCSIE 2018 consultation.

Annex C: Online Safety

The DfE does not expect to make any further changes to the online safety section (now paragraph 77 in the revised guidance). However they are seeking views (question 5) on whether there is anything more that might improve Annex C; therefore it is possible there will be additions to this section when KCSIE 2018 is published.

Sexual Violence and Harassment Guidance

The updated KCSIE 2018 includes reference to the new sexual violence and harassment between children guidance. Sexual violence and harassment is clearly identified as occurring both on and offline, and the new guidance includes specific references to online sexual harassment and youth produced sexual imagery or ‘sexting’. Question 6 and 7 in the consultation survey explores the effectiveness of the new guidance and its inclusion within KCSIE.

Specific preventative approaches and clear procedures for responding to on and offline sexual violence and harassment should be reflected within child protection and safeguarding policies and training, to ensure all members of staff are able to respond effectively to concerns and provide suitable educational messages.

Annex B: The Role of the Designated Safeguarding Lead 

The updated KCSIE 2018 guidance is proposing new content regarding training for DSLs. It suggests DSLs need to undergo training which ensures they:

are able to understand the unique risks associated with online safety and be confident that they have the relevant knowledge and up to date capability required to keep children safe whilst they are online at school or college;

…can recognise the additional risks that children with SEN and disabilities (SEND) face online, for example, from online bullying, grooming and radicalisation and are confident they have the capability to support SEND children to stay safe online.

Online safety is clearly identified within the role and remit of the DSL; this builds upon the 2016 guidance. Other staff, such as computing, PSHE or IT leads, can support the DSL with online safety (particularly with education or filtering and monitoring expertise), but schools and colleges must ensure that DSLs take overall responsibility for online safety practice and responding to online safety concerns. DSLs may need to access appropriate online safety training and guidance to enable them to demonstrate this.

Currently the Education Safeguarding Team provides specific training for DSLs within Kent schools, colleges and early years settings. Please contact the team if you wish to access further information relating to this.

Online safety guidance for DSLs and school leaders is available on Kelsi; this also includes specific points to consider with regards to online safety and SEND.

Please note: This post focuses on the proposed changes within KCSIE 2018 regarding online safety. It does not explore changes to the wider safeguarding responsibilities; therefore DSLs should read the full documents available in addition to this content.

The final version of KSCIE 2018 may differ to the draft version following the consultation process.  We will publish an updated summary for online safety implications within KCSIE 2018 on the blog when the final document is made available.

 

Posted in 2018, Colleges, Consultation, Department for Education, e-Safety, Keeping Children Safe in Education 2018, Online Safety, Safeguarding, Schools | Tagged , , , , , , , , , , | Leave a comment

NSPCC and LGfL Pupil Online Safety Survey for Safer Internet Day 2018

LGfL DigiSafe  and NSPCC are launching a nationwide  pupil online safety survey for Safer Internet Day 2018 (6th February).  

The survey will be open to pupils across Key Stages 2-4 and will be available between the 1st and 28th February to allow as many schools and pupils as possible to take part. 

Schools who sign up to up to take part will be contributing to a major piece of academic research; they will also be able to access statistics for their own response once the report has been completed.This will allow schools to have a personal response to compare against national trends; this will potentially help DSLs identify specific trends and needs in their school.

Questions in the survey will cover the three C’s of Content / Contact / Conduct, and will explore the following:

  • Livestreaming
  • Gaming
  • Meeting people online (and then face to face)
  • What you see online (good and bad)
  • Sharing
  • Risk taking
  • Staying safe online
  • Money matters

Schools can register an interest here and will received a prefilled link to share with pupils ready for when the survey goes live in 2018.

 

Posted in 2018, e-Safety, LGfL, NSPCC, Online Safety, Primary, Safer Internet Day, Schools, Secondary, Survey | Tagged , , , , , , , , , , , , | 1 Comment

Wanted: Secondary schools to feed back on Internet Safety Strategy

Although the official consultation has closed, the Department for Digital, Culture, Media & Sport (DCMS) are offering opportunities for secondary schools to participate (via telephone dial in) a consultation on the Internet Safety Strategy green paper.

The following text from DCMS was initially shared on the LGfL blog, who have kindly allowed it to be shared here.

Invite to Secondary Schools from DCMS

The Government’s Internet Safety Strategy published on 11th October 2017 and looks at how we can make Britain the safest place in the world for users to be online. We want everybody to be able to access the benefits of the internet without harm, and this means working together with a wide range of stakeholders to develop safer online communities and empowering citizens to manage risks and stay safe online.

We know that schools play a critical role supporting children when they have suffered online harms. The Strategy sets out how DCMS and DfE will work together to ensure support for schools on these issues. We recognise that companies also have a responsibility for conduct and content on their products and platforms and are therefore setting stretching objectives for industry on tackling online harms.

We’d like to get secondary school staff (i.e teachers, teaching assistants, well-being staff) views on the full range of proposals in the strategy and are therefore conducting focus groups across the whole of the UK. Schools will be credited for their contribution to the consultation (/not referenced, as preferred).

If you would like to take part please contact internetsafetystrategy@culture.gov.uk, stating your role, school and availability to attend one session via telephone dial in from the following:

  • Friday 19th January 4-5pm
  • Monday 22nd January 4-5pm
  • Wednesday 24th January 4-5pm
  • Thursday 25th January 12-1pm

 

Posted in 2018, DCMS, Department for Education, e-Safety, Internet Safety Strategy, Schools, Secondary | Tagged , , , , , | Leave a comment

“Life in Likes”: Children’s Commissioner’s Report Published

The Children’s Commissioner has published a report on the effects of social media on 8-to-12-year-olds. In October and November 2017, the Children’s Commissioner conducted 8 focus groups with 32 children aged 8-12 to understand the impact of social media on the wellbeing of this age group.

The ‘Life in Likes’ report examines the way children use social media and its effects on their wellbeing and explores how younger children use platforms which social media companies say are not designed for them.

  • While 8-10s use social media in a playful, creative way – often to play games – this changes significantly as children’s social circles expand as they grow older.
  • The report shows that many Year 7 children are finding social media hard to manage and becoming over-dependent on ‘likes’ and ‘comments’ for social validation.
  • Children become increasingly anxious about their online image and ‘keeping up appearances’ as they get older. This can be made worse when they start to follow celebrities and others outside close family and friends and this group grows significantly upon starting secondary school. Their use of platforms like Instagram and Snapchat can also undermine children’s view of themselves by making them feel inferior to the people they follow.
  • Children feel social pressure to be constantly connected at the expense of other activities – especially in secondary school where the whole class often have their own phone and are on social media.
  • Children worry about ‘sharenting’ – parents posting pictures of them on social media without their permission; they feel that parents will not listen if they ask for them to take photos down

The findings of the research are summarised as:

‘How I use social media’

  • Across all ages, the most popular social media were Snapchat, Instagram, Musical.ly and WhatsApp.
  • Younger children had less routine around when they accessed social media, while older children started to get into the habit of using all their social media apps multiple times a day, and for some, it had come to dominate their day.
  • Children knew how to cheer themselves up or calm themselves down using social media, from getting funny Snapchats from a friend to watching videos on Instagram.
  • Social media allowed children to be creative and play games, two things that appealed to children from a very young age.

‘How I stay safe online’

  • Parents and schools had successfully ingrained messages in children about online safety from known risks such as predators and strangers.
  • Children were less aware of how to protect themselves from other online situations that could affect their mood and emotions.
  • Online safety messages tended to be learned as ‘rules’, rather than general principles children could apply to new or different contexts.

‘My friends and family’

  • Younger children were particularly influenced by their family’s views and usage of social media, and parents may be unaware of how their use of social media affects their child.
    • Younger  children often complemented their social media use by using their parents’ devices to access their parents’ Facebook or Twitter accounts.
      • Parents sometimes gave children contradictory safety messages and unknowingly exposed them to unsuitable content.
    • Many children felt uncomfortable and bothered by their parents posting pictures of them on social media, yet felt they could do little to stop it.
  • Children learned how to do new things on social media from their older siblings, but were also put off by things that their siblings had experienced.
    • In some cases, children worried about their siblings’ behaviour online, such as excessive use and ignoring safety messages.
  • Social media was important for maintaining relationships, but this got trickier to manage at secondary school, where friendships could break down online.
    • Children used social media as a tool to maintain friendships, and they recognised the value of face-to-face interactions for more serious conversations, like discussing worries and resolving arguments.
    • Younger children were more likely to see unkind comments from strangers on apps like Roblox, whereas older children, who were communicating with a greater number of people on group chats, faced issues and confusion around the blurring of ‘jokes’ that were posted publicly.

‘Growing up on social media’

  • Children are conscious of keeping up appearances on social media, particularly when they start secondary school, and identity and seeking peer approval become more important.
    • Despite talking about the importance of ‘staying true to yourself’ and being authentic on social media, girls were worried about looking ‘pretty’ and boys were more concerned with looking ‘cool’ and having the right clothing.
    • When children started to follow celebrities and people outside their close family and friends, many became aware of how they looked compared to other people on social media, and felt that comparisons were unattainable.
    • Children felt good when they got ‘likes’ and ‘comments’ from friends, and some Year 7 children were starting to become dependent on them, using techniques to guarantee they would get a high number of ‘likes’.
    • Children started to see offline activities through a ‘shareable lens’ based on what would look the best on social media.
  • Social media could inspire children and help them learn about new things.
    • Some children developed new aspirations about what they wanted their future to be like and copied things they saw on social media.
    • Some children actively gathered information on social media platforms like YouTube and Instagram, and were exposed to ‘news’ via celebrities and ‘explore/discover’ pages.

Conclusion

  • Social media was perceived as having a positive effect on children’s wellbeing, and enabled them to do the things they wanted to do, like staying in touch with friends and keeping entertained.
  • However it also had a negative influence, for example it made them worry about things
    they had little control over.
  • For younger children this was more related to their families’ use of social media, whereas for older children this was more strongly linked to peers and friendships.

Recommendations

  • Schools need to broaden digital literacy education beyond simple safety messages, to develop children’s critical awareness and resilience and understanding of algorithms, with a focus on the transition stage from primary to secondary school.
  • Parents need to be informed about the ways in which children’s social media use changes with age, particularly on entry to secondary school, and help them support children to use social media in a positive way, and to disengage from it.
  • Teachers’ knowledge about the impacts of social media on children’s wellbeing need to be improved and schools should encourage peer-to-peer learning
  • Social media companies need to recognise the needs of children under 13 who are using their platforms and incorporate them in service design or do more to address underage use.
Posted in 2018, Children’s Commissoner, e-Safety, Online Safety, Online Stress (FOMO), Parents, Positive Healthy Relationships, Primary, Research, Schools, Self-esteem, Social Media, Social Networking, Survey | Tagged , , , , , , , , , , , , , | Leave a comment